Questioning Techniques Essay Example for Free

Questioning Techniques Essay A number of researches conducted recently within the local setting on teaching skills of teachers show that there is a decline of the quality of classroom teaching of many teachers. The prime reason for this decline, as concluded by many researchers, lies in the problems of the training they receive at pre-service training institutions. For example; Lim, Cock, Lock et.al. (2009) state that though there is a practical element of pre-service teacher training, it does not provide enough knowledge and skills for the teachers to handle the challenges they encounter in the classroom brought by globalization and the development of modern technology. Because it is the National Colleges of Education that produce the pre-training to majority of teachers their syllabi were analyzed to understand that heavy theoretical knowledge given through the syllabi deprives the prospective teachers of opportunity of having enough practical teaching experience during their on campus training. On the other hand, no specific attention is paid on developing important teaching skills even though some practical teaching opportunities are given to them. Karaseva (2013) also highlights the importance of giving teachers assistance in getting their problems solved in relation to particular teaching skills of which they show weaknesses in. Among those important teaching skills, questioning techniques are one of the skills to which less attention is paid during pre- service teacher education. Cotton (1989) says that virtually no attention is paid on developing questioning techniques of teachers during their pre-service training period. Further, Aggarwal (2013) highlights the importance of questioning techniques because psychologically and philosophically asked questions help teachers achieving lesson objectives to expected level. Therefore, this research broadly aims at developing the questioning techniques of prospective teachers using a widely recognized technique and evaluating the efficacy of the used technique in developing teaching skills  of prospective teachers. Objectives of the Study; To review the theoretical background of questioning techniques in teaching. To investigate the development of questioning techniques of prospective teachers through the current programme of instruction. To find out innovative techniques that can be used in improving questioning techniques. Methodology/Design; Theoretical background of questioning techniques was reviewed through literature and a check list was used to determine the current states of questioning techniques employed by prospective teachers in their lessons. It was further expected to use the checklist to determine how far the existing methodology of instruction is capable of developing questioning techniques. The check list focused broadly on general aspects of questioning such as tone and accuracy of questions and specific skills such as eliciting, probing and Socratic questions. Lessons were videotaped for further analysis and at the same time descriptive field notes were kept by the researcher for recording and analyzing the questioning techniques employed by prospective teachers. Peer group members too observed the lessons and used an observation schedule to record and comment on the questioning techniques used by their colleagues. An available convenience sample of 30 prospective teachers of English was selected for the research and two lessons of each member were observed using the check list. From the 30 teachers observed, 12 were selected to conduct lessons in the classroom for the peer group. Half the peer group acted as students while the rest was observing the lesson using the observation schedule. Therefore, the data gathering instruments of the research include a checklist, field notes, an observation schedule, videotaping and lesson plans prepared by prospective teachers. Results/Findings; When the theories related to questioning techniques were analyzed it was understood that Bloom’s Taxonomy provides proper guidance for teachers in selecting, grading and using questions to develop the cognitive domain of students(Bloom et.al. cited in Huitt, 2011). Doff, (1988); Alexis,( 2009); and Hyman, (1982) add the importance of wait time to classification of  questions according to Bloom’s Taxonomy. They prove that longer wait time encourages critical thinking. When literature is further analyzed it was understood that probing questions are very important for the subject taught by prospective teachers, i.e. English language as probing questions demand authentic language production (Stepien, 2012). With the light of the theories related to questioning techniques, results of check lists were analyzed with comparisons to the field notes of observed lessons. The results of check list show that prospective teachers use tone appropriately in asking questions which is further verified by the field notes. Though high marks were noticed for the accuracy of questions in the checklist field notes and observation schedules record inaccurate questions especially in complex structures such as, â€Å"Can you tell me what is this colour?† There were five sections of the check list out of which probing questions recorded the least marks for a greater majority of the prospective teachers. This was further noticed in field notes and observation schedules because only a few such questions had been recorded. Teachers seemed to be happy with the received questions or directly corrected the inappropriate answers without attempting to probe into the answer. When research conducted to develop teaching skills were studied it was found out that â€Å"Micro Teaching† has provided effective results in international setting in developing skills such as class control and classroom management Conclusions; Prospective teachers should be encouraged to preplan their questions whenever possible to increase the accuracy of them because inaccurate questions lead to misconceptualization. New strategies must be employed to give more training to prospective teachers to develop aspects such as wait time, using probing questions because the existing method has not been able to develop those aspects of questioning. â€Å"Micro Teaching† is suggested to be used in developing questioning techniques since it has been successful in many other situations in developing several other teaching skills such as class control and classroom management. Reference; 1. Aggarwal, J. C. 2013. Essentials of Educational Technology. Innovations in Teaching – Learning. Dlhi, Vikas Publishing house Pvt. Ltd. 2. Alexis, 2009. A Questioning Strategy, Power of Wait Time/Think Time. Retrieved from http://schoolvisitexperts.com/?p=563 on 10.02.2014. 3. Asking Questions to Improve Listening. The Teaching Center. Washington University.(2009)Retrieved fromhttp://teachingcenter.wustl.edu/strategies/Pages/asking-questions.aspx on 12.02.2014 4. Beare, K. (N.D.) Speaking Skills Asking Questions. About.com English as 2nd Language. (Retrieved on 13.02.2014) 5. Cotton, K. 1989. Classroom Questioning. School Improvement Research Series. NorthwestRegionalEducationalLaboratory.http://www.nwrel.org/scpd/sirs/3/cu5. html. 6. Doff,A. 1988. Teach English: A Training Course for Teachers. Trainer’s Hand Book. Cambridge, Cambridge University Press. 7. Fries-Geither, J. 2008; Why Ask Questions? The Ohio State University. Ohio 8. Hyman, 1982. Teaching Methods. Questioning in the Classroom. How to Ask Questions. Retrieved from,http://www.tea ching.iub.edu/finder/wrapper.php%3Finc_id%3Ds2_1_lect_04_quest.shtml on 14.02.2014 9. Innovations and Initiatives in Teacher Education in Asia and the Pacific Region. (1990).(Vol-II).Bangkok, UNESCO Principal Regional Office for Asia and the Pacific 10. Marzano, R. Pickering, D. and Pollock, J. 2001. Classroom Instruction That Works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. 11. Professional Development among Academic Staff at Selected Malaysian Public Universities: Preliminary Findings of the Impact of the Basic Teaching Methodology Courses, International Journal of Business and Social Science 2(3) 2011.p.125 12. Research Scholar. An Experimental Study to Find Out the Effectiveness of Some Micro Teaching Skills in Teaching Geography at the Secondary Level. West Bengal, Rabindra Bharati University. 13. Rowe, M.B. (n.d.) Wait Time: Slowing Down May Be A Way of Speeding Up. Journal of Teacher E ducation. 1986; 37; 43 Retrieved from, http://jte.sagepub.com/cgi/content/abstract/37/1/43 on 13.02.2014 14. Shomoossi, N(2004),.The effect of teachers questioning behavior on EFL classroom interaction: A classroom research study, The Reading Matrix, 4 pp. 96–104 15. Yang, C.C.R. (2010)Teacher questions in second language classrooms: An investigation of three case studies, Asian EFL Journal, 12 (1) (2010), pp. 181–201 Declaration Form for Corresponding Author Title of the abstract: Asking Questions the Right way; an analysis of the questioning techniques employed by prospective teachers. (Current state of an ongoing action research to develop the questioning techniques of prospective teachers) Name of authors: R.M.D. Rohan Address of institution where the work was carried out: Pasdunrata National College of Education Kalutara Name of the supervisor: Prof. Manjula Vithanapathirana I declare that the above abstract reports the results of original research work and that the work reported in the abstract has not been published or presented elsewhere. Name Signature of the Corresponding Author: R.M.D. Rohan Address: Pasdunrata National College of Education Kalutara Date: Supervisor’s signature:

Social and political doctrine Essay Example for Free

Social and political doctrine Essay Fascist theorists, repeating one of Mussolinis convictions, maintained that every social and political doctrine revolved around a specific conception of man and society. If this is true, Fascisms doctrine gravitated around a normic conception of man and society which Fascist theoreticians themselves variously charecterized as organic, solidaristic, or communalistic in order to distinguish it from the liberal coception to which Fascism was intransigently opposed. Before the advent of Fascism, both syndicalists and nationalists referred to their general conception of man and society as organic ;that is to say, society was understood to constitute a system, an integrated network of recurrent norm- governed interpersonal behavior patterns, coprehensive and differentiated enough to be self- sufficient with respect to the functional equirements of its members, and capable of long- term persistence. The individual was understoo to be a functioning component of a self-regulating social system. He was conceived as a determinate person only insofar as he assumed functions within the structure of relations which preceded his role occupancy and which would persist beyond it. For Fascists to speak of a social system, of integration, of norm governance, and of pattern persistence implied the existence of a central and sovereign agency of control and regulation: the state. Thus, in one of the early systematizations of Fascist doctrine, Giovanni Corso could maintain that society, law, and state are inseparable notions. The one is intrinsic to the other:. In 1935, Stefano Raguso insisted that even  the simplest community of men is inconceivable unless sustained by an active principle of organization [and] this principle of organization consists in the subordination to a sovreign, political power. This relationship had already been systematized in 1927 by Corrado Gini, who was a member of the commission studying constitutional reform after Fascisms accession to power. He describes society as a system normally found in evolutionary or devolutionary equilibrium possessed of the capacity of self- conservation and re- equilibrization which finds its highest expressioo in the modern state. Fascist doctrine inherited many conceptions from the sociological traditions of prewar Italy, but it was the conception of the state, which became central to Fascist thought only in 1921, which gave Fascism a specific and determinate character of its own. Thus, Fascists indicated that while the people, sustained by the group building sentiments to which we have alluded, constitute the content of the state, the state is formally defined by its political and juridical functions. Fascists held that, technically speaking, any form of ordered, autonomous associated life was animated by a state. The state is any society or community of men held together by a political nexus. The formal element in the state is its sovereign political and juridical power. The state is the creator of an order, through the medium of law, or norms, that reduces all the component entities to unity and coordinates all activities to a common end. The state is the ultimate repository of force to which all other must, in the final analysis, appeal for regulative sanction. Fascist theorists like Panunzio recognized that organized associations within the state had the capacity to issue rules and regulations governing their collective membership, but they held that such rules and regulations were effective only if they were directly or indirectly sanctioned by the state. That is, it was recognized that association would follow interests, real or fancied, that provided the grounds of identification among men. The imposing rise of economic organizations, specifically the syndicates, was ample evidence of that historic reality. Sects, clubs, cooperatives, cultural association- all constituted interest-fostered, rule-governed association within the state. All were autonomousinsofar as they were capable of governing their  own internal organization by the promulgstion of procedural and substantive rules. The state might not, for whatever reasons, exercise its sovereign right over them. Organizations might continue to function on the strenght of their own capacity to sanction their members. Nonetheless, Fascists insisted, the state is the sole and ultimate source of imperative sanction since the stae has the exclusive right to the regulation of the use of force. In effct, Fascism rejected the thesis that there was any limit, in principle, to the states political and juridical sovereignity. The state was integral, totalitarian. Fascism conceived no interest-economic, educational, religious or cultural- as falling outside its purview. Tere was, consequently, no private as distinct from public interest. This idea found doctrinal expression in Mussolinis aphorism: Everything within the state, nothing outside the state, and nothing against the state. If the term community has as its reference a number of individuals whose behaviour is governed by a normative order, and if the state provides the ultimate sanction that sustains theorder, the state is then understood to constitute  an underlying and essential social reality that is coextensive and coterminous with, and logically prior to, the community. If that community is a nation- a community having a common history and culture, that manifests itself in shared, stable, and habitual preferences and pririties that permit members to share more intimately with each other a wider range of communication than with outsiders- then the nation and the state are, in some critical sense, conflated. In speaking of the state per se one refers to the normative order, and in speaking of the nation one speaks of the collection of living individuals whose behaviour exemplifies that order. The political formula, Costamagna maintained, was a stenographic and sometimes elliptical formula which exressed the ultimate moral basis upon which the legitimation of power of a political class rests. Recognition, on the part of the political mass, of the legitimacy of rule entitles the moral obligation of obedience to rule. Moreover, the political formula provides the hierarchy of values which order the moral universe of the individual. The politica formula provides the content of imperatives and their normative force as well. In terms of the doctrinal language of Fascism, the nation was construed to be the real and the ultimate source of all that was valuable and valued in the individual. The nation was understood to be essentially a norm-governed community. The state was the ultimate source of sanction which, in making the norms operative, made the nation a realiy. In this fashion the state and the nation are identified with the expression stato-nazion. Since the normative system is the constitutive moral substance of the people that constitute the content of the nation-state, the state and the people are identified with the expression stato-  popolo. Since the prevailing normative system is the product of a series of creative acts on the part of historic political elites, and the contemporary political elite is charged with the responsability of sustaining and perpetuating that system and educating the masses to its responsabilities, that elitr organized in a unitary party and that system can be identified with the expression stato-partito. What results is a convenient set of substitutions that permits the nation to be identified with the state, the people and the party. This, in essence, is what Fascism mean by an integral  political system, or totalitarianism. In effect, what was implied was an identification of the ultimate real interests of the nation, the state, the party, and the individual, however divergent their apparent interests. Since the state and the party were effectively identified with the wilol of the man, Mussolini, was via the substitutions above indicated, identified with the nation. It was this identification which charecterized Mussolinis leadership as charismatic; the Duce was conceived as the living and active incarnation of the nation. This conception of charisma entered  official Fascism doctrine, for Michels identified the Regime as charismatuc government, and the official Party manual of 1936 maintained that the charismatic theory of the national society has found, in reality its first full realization in Fascism. The Fascist Synthesis Fascist doctrine was largely Mussolinis own product. Some os its elements were vital constituents of Mussolinis social and political thought as early as 1904. As he gimself indicated, however, these elements had themselves been constituents of other political or intellectual traditions. The three princical doctrinal sources of the Fascist synthesis are the antiparliamentarian sociological tradition of Gumplowicz, Mosca, Pareto, the radical syndicalist tradition of Sorel, and the nationalist tradition of Corradini. A common provenience and a constellation of historic circumstances bruoght these traditions together in Fascism. What was lacking was a principle of unity, a concept which would articulate these elements into a defensible rationale. That unifying concept was the Gentilean notion of the state; and with its adoption Fascism became the first frank totalitarian movement on the twentieth century. The doctrine of Fascism rests upon the moral priority of the nation and the state as its moral substance against which all other values are relative. Since this is th case, we have notdealt with the varying and various institutions thruogh which the integration of economy was affected. The institutional structure of the Corporative State is far less significant than the hierarchy of values which provided its rationale. Fascists early made it plain that they would use whatever methods proved effective in their effort to integrate the economic, intellectual and political life on the nation into one infrangible unity.

Practicing Theory :: essays research papers

Putting Theories into Practice In politics, humans seem to be very contradictory towards one another. Many situations allot for disagreement as well as interesting discussions and conversations. I was watching the presidential debate when my girlfriend started shedding her opinion, which I didn’t quite agree with. It was as if she ignored what one candidate said and believed the other because there was a bias in her thinking. That, along with what each candidate was saying was causing sway in my opinion and I felt discomfort. I chose Cognitive Dissonance Theory for this incident due to the conflicting ideas going on in my head during this situation. When she started making biased comments about whatever a particular candidate said, I had conflicting thoughts that go right along with the dissonant relationship aspect of the Cognitive Dissonance Theory. I thought that in order to make a decision you need to know everything that happens not just bits and pieces of it, but what conflicted with this thought was her biased comment that was based solely on one statement. What I was after to make my own thoughts and judgments agreeable was to arrive at some level of consistent thoughts within myself as to how I can alleviate the tension. The reason for this dissonance was because of outside sources that led me to take action that caused an effect. But after the discussion with the other person I found myself trying to achieve consonance and reduce dissonance because of my discomfort. In essence I was trying to co nvince myself that I should try and find some compromise with what she was saying so the conflict would cease to exist. In order for the conflict to stop and cope with the dissonance my attitude had to change, which led me after the conversation to seek out selective exposure. This meant I had to seek information not present at that time to help reduce the dissonance within myself and stop the arguing between her and myself. From what she was saying I also sought out a different type of perception, selective interpretation. From the ambiguous information she offered I tried to compromise and make some of it consistent to my own thoughts that could help further to end the dissonance. The ultimate tactic I used that I wasn’t even aware of until I saw this term was minimal justification. The minimal incentive given in this case was just me saying, â€Å"I’m not saying you are wrong, I just want you to see the whole picture before you pass judgment.

Influential Composers Of Early 20th Century :: Music Musical History Essays

Influential Composers Of Early 20th Century missing works cited Zoltan Kodaly, Edgar Varese, Igor Stravinsky.Three foreign-born composers whose output ranges from unobtrusively important to riot inducing works.They encompass music’s three principles: education, exploration, experimentation. Deemed â€Å"Hungary’s greatest composer and music pedagogue† (Jeter) Zoltan Kodaly, was born December 16, 1882.As a child, Kodaly taught himself piano, violin, cello, and voice.Later, he pursued Composition/Education degrees at Budapest’s Academy of Music and, in 1905, collaborated with friend, Bela Bartok, to preserve folk songs, collecting roughly 100,000 in his lifetime. Kodaly’s compositional reputation is one of moderation and consistency.His works are harmonically smooth, minimally contrapuntal, and, as Bartok described, â€Å"†¦the perfect embodiment of†¦Hungarian spirit† (www.bbc.co.uk)The orchestral suite from opera Hary Janos (the story of an imaginative soldier with no regard for reality) remains Kodaly’s most popular work.His Sonata for solo Cello is similarly regarded as â€Å"one of the great virtuoso instrumental pieces of the 20th century† Kodaly primarily influenced education. Returning to Budapest’s Academy of Music as a professor, he committed himself to creating a musically literate society.He implemented daily music classes at primary school level, and composed choral exercises for children.Kodaly’s three-pronged approach—1) aural, 2) written, 3) read—taught children to sing in tune, improvise, and sight-sing impeccably.The method combined rhythm symbols, syllables, and hand signals.These hand positions provided singers with visual cues of pitches and tonal relationships.Kodaly also devised â€Å"solfege†Ã¢â‚¬â€a way of simplifying music for beginners.Kodaly’s innovative methods became Hungary’s state policy after World War 2, eventually spreading worldwide.Today, Hungary’s Zoltan Kodaly Grammar School still pursues music literacy by providing children an outlet for intensive study (Jeter). On December 22, 1883—several hundred miles from Hungary—French-born, Edgar Varese, welcomed life and a lifelong love affair with music.Percussion and woodwinds fascinated him, even during childhood.By age 11, he had composed an opera and imagined, one day, of transmuting the Zambesi River’s â€Å"turbulent movement into sound.† (www.bbc.co.uk)Varese’s father harbored hopes for his son to become an engineer, hopes which bred a violent father-son relationship.After a final fall-out with his father, Varese relocated to Paris to study with Charles Wilder.His most fruitful years of composition would occur in New York City, between 1920-1934. Exploration was vital to Varese’s legacy. While traces of Stravinksy and Debussy are audible in Ameriques (his American debut composition for large orchestra), Varese attempted to go even farther afield.His music introduced â€Å"new fashions of attack†¦Ã¢â‚¬  (Ministere des Affaires) along with â€Å"slabs of monumental sound†¦juxtaposed [with] scraps of melody† (www.

Writing: Life Expectancy and Ancient Egyptians Life

King Tutu became king at age 9 and led his empire from 1333 to 1322 BC. Considering this, the young king had little time to train or plan for his leadership. Instead, he moved directly from childhood to adult responsibilities. Like other Ancient Egyptians, King Tutu married at a young age. Whereas the modern day search for a marriage partner may take decades. The ancient Egyptians had no such leisure to make prolonged marriage decisions. King Tutu and his wife had two children who died as babies. While such deaths would lead o shock and immeasurable grief today, they were common then.So, parents could not count on watching their children grow up. Unlike modern humans, few Egyptians would have ever dreamed of holding their grandchildren in their arms, though some city-dwellers may have achieved this goal, as they had a lower mortality rate compared to village residents. Other causes of a shorter life expectancy included tuberculosis, polio, and malnutrition. Diseases occasionally brok e out, causing utter devastation. Many of these diseases were fatal, and unlike today, few could be cured r even treated.Still, today's scholars dispute King Tutu died at an age that was considered young even then: 19. King Tutu possibly died from an infection that, even If It had been vigorously treated, would have required antibiotics not yet In existence. Ultimately, his doctors' techniques were limited because they lived before modern medicine. Since the time of the ancient Egyptians, humankind has made great strides prolonging life expectancy. In fact, by ancient Egyptian standards, modern longevity is truly awesome. The Egyptians would be shocked to know that, these days, mom people even discuss immortality as a future possibility.He continued his search for years, ultimately coming very close to Warm Mineral spring. Still popular today, the spring thousands of years. It is possible that Leon never whether the spring was the fountain he was seeking, because he (use) for (learn ) (lose) his life in battle there. People from many cultures and of years. Most recently, the well-known American magician, David Copperfield, claimed that he had discovered the true fountain amid islands in the Bahamas. Copperfield (report) that when dying bugs are out in contact with the water, they will fly again.Copperfield purchased the island group, and since then, scientists (conduct) experiments of the waters to determine their restorative powers. The island group visitors for the past several years. (close) to 5. Write a description of your current life, imagining that your life expectancy is only 30. * Write an interesting introduction. * Describe your imaginary life using sensory details of smell, sight, sound, taste, and touch. * Include figures of speech in your description * Include a clear conclusion. * Use the vocabulary and grammar from Unit 1

Ethics and Issues in Counseling Essay

Question 1 a) Ethics are a list of conduct or principles drawn with the purpose of providing a guideline to what defines professional practice (Corey, 2009) while values are the basis of one’s thoughts or ideals in which decisions are generated (Manthei, 1997). Certain institutions derive their own core values to help provide a guide to â€Å"proper† behaviors. In simple terms, ethics are like â€Å"rules† within a society, culture or institution while values are like â€Å"policeman† in our mind, helping us determine between desirable and non-desirable behaviors while keeping in mind these â€Å"rules† that governs them (Dolgoff, Loewenberg & Harrington, 2008). The professional code of ethics is a guide designed to determine what constitutes professionalism in which governs the institution in the best interest of the values of the profession (Corey, 2009). It not only serves as a clarification to existing and future members of the institution or association governing it, but also helps supports the mission and vision of the institution or association. Its objective is to provide guidelines to practitioners, clarify the professional stand of institutions and organizations governing these practitioners, and at the same time protecting the rights of clients (consumers) (Corey, Corey & Callanan, 2003). The Professional Code of Ethics also helps to bound practitioners ethically so that they do not try to impose their own values onto others and behave as moral authorities. While the Professional Code of Ethics may be written as clear as possible and as comprehensive as possible, in reality there are person’s feelings, values, as well as emotions involved, which are absent during the compilation (Betan, 1997). The ACA Code of Ethics (2005) states â€Å"Counselors terminate a counseling relationship when it becomes reasonably apparent that the client no longer needs assistance, is not likely to benefit, or is being harmed by continued counseling.† The practitioner would be caught in a conflict when his agency deems the client fit to be discharged but he feels otherwise (Betan, 1997). Ethical guides may not be easily integrated into one of vast cultural diversity like that of Singapore as most of the Professional Code of Ethics were formulated within that of a Western context. As such, cultural, socioeconomic as well as linguistic differences may have been neglected in the process (Betan, 1997); while the code may hold autonomy of client at high regards, the cultural stand of the client may not be so. Confidentiality itself also poses a great arguing standpoint especially in a multicultural context whereby there are traditions as well as cultural rules to adhere to (Welfel, 2012). Another important point to not neglect while considering the limitations of the Professional Code of Ethics is its congruency towards the local state laws (Betan, 1997). For instance, one state regulation for consumption of alcohol may differ that from another. In putting ethics into consideration, practitioners should also be aware of their own local state laws. b) Two values that I value as important in life are honesty and being just, ie to try my best to make sure I give or receive equal treatments. Being a straightforward person, I believe in being honest at all times and to take responsibility for your own actions. I believe in giving others a benefit of doubt, unless I have concrete evidence that he/she is telling a lie. I uphold the value of equality; to treat others the way you would like to be treated. Thus, I try my very best not to be bias and constantly remind myself to stay in a neutral stand when others are involved. Because I believe strongly in always giving others the benefit of doubt, I would not doubt on the credibility of my clients’ words even though they might sound absurd. By doing so, it gains trust from clients and help in rapport building with clients. On the flip side, if the client is not a willing client, he might manipulate the trust I have and may try to lie and mislead me. Due to my eagerness to be non-bias and be fair and just as much as I can, I may end up trying to argue and inevitably try to prove myself when some clients at times show biasness towards me due to my experience and age. This  could hinder my work with them as I might try to convince them that they are being bias and indirectly in one way or another, try to argue or indirectly try hard to prove myself. This may come across to some as being argumentative, especially when I always have something to retort back whenever they say something negative, thus spoiling the therapeutic relationship. Of course, being non-bias is important in the counseling relationship as it helps one to not be judgmental and to always maintain a partial perspective. Question 2 The 6 moral principles forming the basis of functioning at the highest level of ethical profession as summarized by Corey et al. (2003, p.16) are autonomy, veracity, justice, nonmaleficence, beneficence, and fidelity. Autonomy refers to the rights or freedom to decide and make independent decisions or choices in one’s own accord within a social and cultural context. Thus, the respect for such autonomy brings about an acceptance that others have a right to choose and act in accordance to his own wishes, unless they hinder the rights of others (Altmaier & Hansen, 2011); practitioners aim at encouraging independence in client and discourage client’s dependency on him. Veracity or truthfulness refers to the practitioner being obliged to be truthful with his clients (Corey et al., 2003). The guideline in the Ethical Principles of Psychologists and Code of Conduct of the American Psychological Association (2002) states, â€Å"Psychologists do not make false, deceptive, or fraudulent statements†¦Ã¢â‚¬  (para. 5.01b) since trust is very important in building up a good therapeutic relationship with clients. Justice means to be fair by providing equal treatment to all regardless of culture, religion, race, gender, socioeconomic status, sexual orientation, disability or age, as they are entitled to equal access and treatment (Corey et al, 2003). To be nonmaleficence means to not cause harm, including actions that might pose a risk to harm another (Altmaier & Hansen, 2011). Practitioners are responsible for their clients to ensure that their risks for exploitation or might result in potential harm are brought down to a minimal (Corey et al, 2003). Beneficence refers to promoting the good and the wellbeing of clients and of others, to help clients grow and develop in their cultural context as well as doing good in their social context (Corey et al, 2003). In short, practitioners are responsible towards contributing to the welfare and growth of another being (Altmaier & Hansen, 2011). Lastly but not least, fidelity means to be truthful in making honest and realistic commitments and honoring these commitments (Corey et al, 2003). It is very important to build a trusting relationship between the practitioners and the people whom they work with and thus practitioners are responsible to make sure they honor fidelity at least on their end (Altmairt & Hansen, 2011). Question 3 a) The 8 essential personal attributes of an effective counselor are emotional intelligence (EQ), warmth and care, unconditional positive attitude (regard), genuineness and authenticity, patience, analytical ability, person-centered and nurturing style of communication and lastly, clear and specific communication. Emotional intelligence is defined as the ability to be able to distinguish and have self-awareness of one’s own as well as others’ emotions and feelings, and to be able to use this and guide one’s behavior and thinking, hence encourages development of emotional closeness with the client (Coetzee & Jacobs, 2006). Warmth and care is important in the therapeutic relationship in rapport building as it helps show client that the practitioner is genuinely concern (Coetzee & Jacobs, 2006). When warmth and care is present, practitioner is more aware of client’s cognitive and  emotional needs and the relationship will be more accepting towards each other (Coetzee & Jacobs, 2006). Unconditional positive attitude (regard) is important because it challenges client’s beliefs that if they do not behave in a certain way, others would not accept them. Client had to be sure that his counselor would still see him in the same way after the ‘awful truth’ is made known (Dryden, 1999). The role of genuineness simply means to be yourself; to be sincere, transparent and not putting on a false front (Palmer & Milner, 2006). This role of being genuine and authentic is one that is most challenging, as it requires one to have very high level of self-awareness (Palmer & Milner, 2006). It is important for counselors to have this quality due to the high level of trust needed in order to build effective therapeutic relationship with clients. Patience is an important attribute as different types of clients requires different amount of time to build the trust with practitioners and to be able to open up. While some clients do not have difficulty expressing themselves, some of them do find great difficulty in doing so and would then require much more patience and time from the counselor. Analytical ability is important in listening as it helps the counselor to be able to analyze his own emotions as well as facial expressions while listening to the client (Singh, 2007). In terms of case study, analytical ability is also important to the counselor in helping him to analyze and decipher the bulk of information being presented to him (Singh, 2007). Person-centeredness style of communication refers to the ability to communicate to accept another as a complete unique individual (Wood, 2009). That is to say, counselors do not form pre-conceptualized ideas on how the person is like and not make assumptions during the conversation with client. Nurturing communication occurs when parties involved in the conversation relate to each other in a caretaking manner; indicating to each other that the relationship is being valued (Wood, 2009). Last but not least, clear and specific communication is very important in ensuring that the counseling session is being communicated in the way that it is meant to, without allowing either parties involved to have any misunderstandings after the session. b) If I were to choose 3 attributes that I think are important for myself to undergo the necessary personal transformation, it would be patience, analytical ability and unconditional positive regard. I think that I sometimes lack patience in a counseling session and tend to unknowingly try to rush the conversation by interrupting and not giving client enough time to think about what was being said or asked. Also at times, client may need time for reflection, resulting in pauses during the conversation. While I understand the importance of having such ‘quiet moments’ in a counseling session, I tend to be impatient and would unknowingly try to say something to fill up these ‘uneasy moments of silence’. Analytical ability is something, which I feel I am lacked of. I find myself ‘lost’ in long lengthy conversations at times and unable to ‘process’ huge amounts of information shared. I tend to be more straight-forth in my facial expressions too, and I hope to be more cautious in this area, thus being able to give information being shared more thoughts instead of just deciphering it from the surface level. To be able to achieve complete unconditional positive regard in a conversation is I feel, requires that of a high cognitive level. As every single individual comes from a different background and different culture and social environment, unconditional positive regards is important if counselors want to build on having a therapeutic relationship with client. Without it, clients would not want to return for further therapies or might refrain from sharing certain important information, which could be helpful in the therapeutic process. References: American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. Washington, DC: Author. Altmaier, E.M. & Hansen, J.C. (2011). The Oxford Handbook of Counseling Psychology. NY: Oxford University Press Betan, E.J.(1997). Toward a hermeneutic model of ethical decision making in clinical practice. Ethics Behaviour, 7(4), 347-365. doi: 10.1207/s15327019eb0704_6 Coetzee, M. & Jacobs, H.R. (2006) Career Counselling and Guidance in the Workplace. Cape Town, South Africa: Juta and Company Corey, G. (2009). Theory and Practice of Counseling and Psychotherapy (8th Ed, pp. 37) CA: Cengage Learning Corey, G., Corey, M.S. & Callanan, P. (2003). Issues and Ethics in the Helping Professions. (6Th Ed) CA: Brooks/Cole Dryden, W. (1999) Four Approaches to Counselling and Psychotherapy. NY: Routledge Dolgoff, R., Loewenberg, F.M. & Harrington, D. (2008). Ethical Decisions for Social Work Practice (8Th Ed, pp. 19-23) CA: Cengage Learning Manthei, R. (1997). Counselling: The Skills of Finding Solutions to Problems. NZ: Routledge Palmer, S. & Milner, P. (2006) Integrative Stress Counselling: A Humanistic Problem-Focused Approach. GB: Sage Publications Co. Singh, K. (2007). Counselling Skills for Managers. New Delhi: PHI Learning Pvt. Ltd. Wood, J.T. (2009) Interpersonal Communication: Everyday Encounters. CA: Cengage Learning Welfel, E.R. (2012). Ethics in Counseling & Psychotherapy (5th Ed, pp. 150-160) CA: Cengage Learning.

Analysis Of The Book Young Goodman Brown By Nathaniel...

Every Valentine s Day, the student council sponsored a holiday fundraiser by selling roses that would be delivered in class. The roses came in four colors: white, yellow, red, pink, and the subtleties of their meaning were parsed and analyzed by the female population to no end. Mimi had always understood it thus: white for love, yellow for friendship, red for passion, and pink for a secret crush. (De La Cruz 161) Symbolism is manifested in many ways. Captivating the reader, symbolism forces the reader to think deeper to see what the author is actually trying to communicate and how to apply it to the overall meaning of the story. The short story â€Å"Young Goodman Brown† by Nathaniel Hawthorne utilizes this literary device all throughout the work. Terrance Martin in, Nathaniel Hawthorne, said, â€Å"Reading Hawthorne, we confront the ambiguity of experience and the ambivalence of motive that characterize the human condition;† (Martin pg. 9). â€Å"Young Goodman Brown† tells the story of a young man who had recently converted to Christianity. He had a new wife named Faith. He went on a journey through the woods to see how his faith would stand up. In his story â€Å"Young Goodman Brown,† Hawthorne used several important symbols, including the wife Faith, her pink ribbons, and the woods, to depict the human nature. Hawthorne used Goodman Brown’s wife Faith to symbolize Brown’s actual faith. Brown was a recent convert to Christianity. When the story began, Brown was getting ready to go on anShow MoreRelatedYoung Goodman Brown from a Moral Standpoint1352 Words   |  6 PagesNathaniel Hawthorne was born in Salem, Massachusetts. At the age of four, his father passed away from yellow fever, forcing his family to move in with his uncle. The positively influential Uncle Robert Manning pushed Hawthorne to succeed in school and insisted he go to college. Following his education at Bowdoin College, Hawthorne spent years in isolation mastering the art of writing. It was during those years when Hawthorne discovered that his ancestors were founders and Puritan leaders of the SalemRead MoreNathaniel Hawthorne s Young Goodman Brown1543 Words   |  7 PagesIn Nathaniel Hawthorne s short story of Young Goodman Brown, the author uses symbolism and allegories in order to showcase the Puritan faith as well as man s conflict between good and evil. This analysis will break down the techniques that the author uses to critique the puritan society and to show the difference between how people appear to be in society and the true colors that they are hidden inside of them. There has been a lot of great authors in our time, but none more interesting thanRead MoreThe Scarlet Letter, By Nathaniel Hawthorne1422 Words   |  6 Pages The eighteenth-century author, Nathaniel Hawthorne was born on July 4, 1804 in Salem, Massachusetts. He was most famous for his writings The Scarlet Letter, â€Å"Young Goodman Brown,† â€Å"The Minister’s Black Veil† and an abundant array of other books and short stories. The stories that are mentioned contain a copious amount of symbolism throughout the entirety of each book. All the stories that he ever wrote have an underlying meaning and the symbolism was hidden within in the names, characters, placesRead MoreNathaniel Hawthorne s Young Goodman Brown1492 Words   |  6 PagesIn Nathaniel Hawthorne’s short story of Young Goodman Brown, the author uses symbolism and allegories in order to showcase the Puritan faith as well as man’s conflict between good and evil. This analysis will breakd own the techniques that the author uses to critique the puritan society, and to show the difference between how people appear to be in society and the true colors that they are hidden inside of them. There has been a lot of great authors in our time, but none more interesting than NathanielRead MoreNathaniel Hawthorne s Young Goodman Brown1312 Words   |  6 PagesWithin Nathaniel Hawthorne s short story Young Goodman Brown (p.317), Young Goodman Brown travels through a dark and mysterious forest late at night. Ignoring the pleas of his pure wife Faith, he ventures deep into the woods with many dangers around him, only to emerge in the morning a changed man with bewildered views on his own Puritan life and the Puritan community around him. At the cause for this change in mindset, the dream of an old man symbolizing the devil appears, showing him the communityRead MoreThe American Concept Of Self Creation1647 Words   |  7 PagesAmerican slavery days and of a young man’s journey to discovering who he is and what role he plays throughout the book. Another literary example discussed in this review will be Nathaniel Hawthorne’s main character in Young Goodman Brown. This story depicts an internal self-creation whereas the main character undergoes a transformation into someone he fought hard against becoming. These two stories show very different motivations for self-creation; however, in each book, both of the main charactersRead More The Deeper Meanings of Hawthornes Young Goodman Brown Essay1945 Words   |  8 PagesThe Deeper Meanings of Young Goodman Brown Young Goodman Brown, a story written by Nathaniel Hawthorne, should be interpreted on a psychoanalytical level rather than a religious one. It is my observation that Young Goodman Brown may very well be the first published work alluding to divisions of the mind and personality theory. Although religion is a direct theme throughout the story, Young Goodman Brown appears to be an allegory with deeper meanings. To explore properly my positionRead MoreFlannery O Connor s Good Country People935 Words   |  4 PagesFlannery O Connor s Good Country People and Nathaniel Hawthorne s Young Goodman Brown explore the nature and range of religious hypocrisy congruently. Comparably O Connor s theme focuses on the eclipsed personalities one can have, where Hawthorne s short story pushes the meaning that everyone is secretly corrupt in their own way. While each tale marches to its own tune, the overlap is prominent; both authors strive to make a clear stance that the moral standing of an individual is onlyRead MoreYoung Goodman Brown: Characters4483 Words   |  18 PagesYoung Goodman Brown: Characters Introduction â€Å"Young Goodman Brown† is a short story by the American writer Nathaniel Hawthorne. The story made its first appearance in the New England Magazine for April 1835 and was collected in Mosses from an Old Manse in 1846. The story is set in the Puritan New England, a common setting for Hawthornes works, and like most of the stories in Mosses, â€Å"Young Goodman Brown† examines Hawthorne’s favorite themes: the loss of religious faith, presence of temptationRead MoreNathaniel Hawthorne s Young Goodman Brown1975 Words   |  8 PagesNathaniel Hawthorne, is the author of the short story â€Å"Young Goodman Brown,† that was written in 1835 (Baym 370). Hawthorne was born in Salem Massachusetts on July 4th, 1804. Hawthorne’s ancestors were of the Puritan descent, and among the first settlers of Massachusetts (Baym 370). During his teen years, Hawthorne was reading stories by British novelists Henry Fielding, Tobias Smollet, and Sir Walter Scott. When he was sixteen he wrote his sister of wanting to become an author and relying of support Analysis Of The Book Young Goodman Brown By Nathaniel... The two stories I chose was Young Goodman Brown by Nathaniel Hawthorne and A Good Man Is Hard to Find by Flannery O Connor. Both of these stories have characters who acknowledge their lives to be changed by the risk of evil. The main characters, Goodman Brown and the grandmother, believe that they are good Christians who will obtain glorious rewards when they pass. While Hawthorne analyzes the Puritanical/Calvinistic beliefes that have harsh, although confused ones, limit with which Goodman can t find restitution, Flannery O Connor allows her character the opportunity for poise with which to regain herself. In the beginning, however, both Goodman Brown and the grandmother set ahead on their trips convinced that they are honest people. Assured that he is between the elect, Brown s attempts on an adventure into the forest, telling his wife Faith he must go just one more time; for he feels he must encounter evil and test himself so he can come back with insight knowing that he is, ac tually, saved. The grandmother is a judgmental, self-centered person who is not aware of her own flaws until she comes faced to face with death. Hawthorne s Brown represents human beings confronted with temptation or trying to satisfy their curiosity. Brown is determined to go on a journey, even though his wife Faith pleads with him to stay. After traveling through the forest, Brown is unable to return to the life he once knew. He became a stern, a sad, a darkly meditative, aShow MoreRelatedFlannery O Connor s Good Country People935 Words   |  4 PagesFlannery O Connor s Good Country People and Nathaniel Hawthorne s Young Goodman Brown explore the nature and range of religious hypocrisy congruently. Comparably O Connor s theme focuses on the eclipsed personalities one can have, where Hawthorne s short story pushes the meaning that everyone is secretly corrupt in their own way. While each tale marches to its own tune, the overlap is prominent; both authors strive to make a clear stance that the moral standing of an individual is only

A Common Japanese Word Aka

The common Japanese word aka, pronounced AH-kah, is the noun for the word red, or crimson. The Japanese conception of color is a dynamic one, and red is particularly important. Japanese Characters aka (è µ ¤) Example Ani wa mae kara hoshigatteita akai kuruma o katta.兄㠁 ¯Ã¥â€° Ã£ â€¹Ã£â€šâ€°Ã¦ ¬ ²Ã£ â€"㠁Å'㠁 £Ã£  ¦Ã£ â€žÃ£ Å¸Ã¨ µ ¤Ã£ â€žÃ¨ »Å Ã£â€šâ€™Ã¨ ² ·Ã£  £Ã£ Å¸Ã£â‚¬â€š Translation:  My brother bought a red car that he always wanted.